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All Journal ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Journal of Multidisciplinary Science: MIKAILALSYS Academic Journal of Islamic Principles and Philosophy
Labib Mustofa
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Environmental Science Physics Social Sciences Other

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JALALUDDIN RUMI: FILSAFAT CINTA DAN RELEVANSINYA TERHADAP PENDIDIKAN MULTIKULTURAL Labib Mustofa; Akhmad Nurul Kawakib
Academic Journal of Islamic Principles and Philosophy Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ajipp.v6i1.10689

Abstract

This study examines the philosophy of love of Jalaluddin Rumi and its relevance to the education of diversity in Indonesia using a quasi-qualitative approach through literature review. The study interprets Rumi's concept of universal love, which transcends boundaries of identity such as religion, ethnicity, and culture, offering universal values such as compassion, respect for differences, and solidarity. These values are highly relevant in building diversity education that not only teaches tolerance but also strengthens social harmony amidst Indonesia's diversity. The results of the study show that integrating Rumi's principles of universal love into education can create an inclusive society that values diversity and contribute to the development of educational strategies based on Sufi values that enrich both the theory and practice of modern education in Indonesia.
Rumi’s Human-Centered Moral Pedagogy for Teachers in the Age of Artificial Intelligence Labib Mustofa; Bakhruddin Fannani; Mohammad In'am Esha; Faridatun Nikmah; Rizwan Sahib; Ahmad Arofat; Regina Della Adibah
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 1 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i1.9665

Abstract

Although the growing use of artificial intelligence in education has transformed instructional practices, research addressing its implications for the moral and human dimensions of teachers’ roles remains limited. This study examines a human-centered moral pedagogy derived from Fihi Ma Fihi by Jalaluddin Rumi in response to these challenges. A qualitative approach was employed using a hermeneutic design. The primary data source was Fihi Ma Fihi, supported by Rumi’s other works, including Masnavi Ma’nawi, Diwan-e Shams Tabrizi, and Samudra Rubaiyat, as well as relevant scholarly literature. Data were collected through textual documentation and analyzed using thematic interpretation. The findings indicate that Rumi’s moral pedagogy emphasizes core virtues such as ṣabr, shukr, tawakkul, and khawf, which function as interconnected elements of inner transformation, emotional regulation, and ethical behavior. These values constitute a human-centered moral pedagogy that prioritizes internal moral awareness over external behavioral compliance. In the context of artificial intelligence, this framework redefines teachers’ roles from knowledge transmitters to facilitators of moral, emotional, and spiritual development. This study contributes to the theoretical development of moral pedagogy by integrating Sufi ethical values into a human-centered educational framework relevant to AI-driven learning environments. It also offers pedagogical insights for teachers in Islamic education to foster reflective learning, ethical awareness, and meaningful engagement beyond technological efficiency. The study concludes that Rumi’s moral pedagogy provides a significant foundation for strengthening teachers’ roles in cultivating holistic human development in the age of artificial intelligence, while also highlighting the need for future empirical research on the implementation of this framework across diverse educational settings.
Urgensi Rubrik Berbasis Outcome-Based Education untuk Pendidikan Agama Islam Satria Amir Makmun Gunawan; Labib Mustofa; Indah Aminatuz Zuhriyah
ALSYS Vol 5 No 3 (2025): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i3.5937

Abstract

This study is motivated by issues in conventional learning, which remains input-based and is often considered less objective in evaluating student learning outcomes. The Outcome-Based Education (OBE) approach is viewed as a relevant alternative to replace traditional assessment models, particularly through the use of structured and measurable rubrics. This research employs a qualitative approach with a library research design and content analysis technique to examine related literature. The findings indicate that OBE enhances educational quality by emphasizing concrete learning outcomes that align with contemporary needs and promote more flexible, active, and innovative learning. This approach can be implemented across all levels of education, including primary education, with rubrics serving as objective evaluation tools. The study affirms that rubrics within the OBE framework are highly applicable to the Akidah Akhlak subject in Madrasah Ibtidaiyah, as they enable more structured and fair assessment of students’ affective domains. The implication is that implementing OBE from early education opens opportunities for learning evaluation that balances both process and outcome orientation. Furthermore, the study recommends further research to explore practical implementation and the contextual assessment of student character using more applicable instruments.
Co-Authors Ahmad Arofat Akhmad Nurul Kawakib Bakhruddin Fannani FARIDATUN NIKMAH Indah Aminatuz Zuhriyah Mohammad In'am Esha Regina Della Adibah Rizwan Sahib Satria Amir Makmun Gunawan